Across
- 1. In this approach an example of a structure and the grammatical rule is given first and then the language is practiced.
- 3. It is an approach in which a context is established first from which the target structure is drawn.
- 7. This type of syllabus combines grammatical structures with the functions thought most useful for students at a particular level.
- 9. It can be used to illustrate the meaning and to establish a context in which the target structure is said.
- 10. This sub-skill is important for two main reasons: to help the students understand the spoken English they hear, and to help them make their own speech more comprehensible and meaningful to others.
- 12. These types of texts give exposure to language as a whole and not just grammatical structure in isolation.
- 13. It is more important than grammar for communication purposes.
- 16. It is a short-spoken text which we listen to.
Down
- 2. It is a pattern of rise and fall in the level (the pitch) of the voice, which often adds meaning to what is being said.
- 4. It is an aspect of vocabulary item that teacher should consider.
- 5. This technique makes stress in words more easily perceived and experience suggests that there is little danger of them repeating the exaggeration outside the classroom.
- 6. It is a process in which one sound is changed into another sound when words are linked.
- 8. It is a way to check students' understanding by asking then to translate words or sentences.
- 11. It is a vocabulary-record technique in which students put the words and expressions on one topic and new words can be added.
- 14. It is an aspect of a structure which deals with the part of the speech, the pronunciation, spelling, etc.
- 15. Here the students are encouraged to do their own research into language areas using grammar reference books; they then report back to the class. This approach is called Student-based______.